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A college education can open the door to greater participation in the workplace and community. With this urgently needed, research-based book, readers will learn what they can do to make this crucial opportunity available to young people with a wide range of disabilities. Professionals who work in high schools and colleges&mash;including disability service coordinators, guidance counselors, administrators, and general and special educators—will use this important resource to...
A college education can open the door to greater participation in the workplace and community. With this urgently needed, research-based book, readers will learn what they can do to make this crucial opportunity available to young people with a wide range of disabilities. Professionals who work in high schools and colleges&mash;including disability service coordinators, guidance counselors, administrators, and general and special educators—will use this important resource to
Filled with case studies, best practices, program guidelines, and strategies, this is a required resource for anyone who educates or coordinates services for individuals with disabilities. Readers will discover their part in helping young people gain access to a meaningful college education%mdash;one that promotes independence and responsibility, sharpens social skills, and builds a strong foundation for a successful career.
As a high school senior, Greg, like most seniors, was busy preparing to attend college away from home. Greg's preparations were more extensive, however, because he uses computer-based technology to help him meet his academic and daily living needs. Greg has many technology support needs due to his physical and learning disabilities; therefore, his preparations were not typical. In fact, it turned out that these needs presented major challenges to his professors and the university's support staff. Computer software programs did not perform as promised, dorm rooms were not wheelchair accessible (except for one room in an all-female dorm), and delays in providing accommodations caused much worry. While many on his high school transition planning team wondered if they would ever be able to facilitate a smooth transition to college, Greg learned a valuable lesson: "You have to be knowledgeable, and you have to be pushy, because you have to be able to articulate what your goals are and what you need to get there."
There is a large body of literature available related to best practices in facilitating the transition from secondary school to adult life for students with disabilities (e.g., Benz & Halpern, 1987; Halpern, 1994; Wehman, 2001; Will, 1984). Much of this literature emphasizes the importance of supporting students to be active participants in the process—that is, to be self-determined (e.g., VanReusen & Bos, 1994; Wehmeyer & Ward, 1995). However, the existing literature does not specifically address the need for students to be self-determined in the process of making the transition to postsecondary education, although there is a literature base addressing the need for students to be self-determined in the general transition planning process (e.g., Wehmeyer & Sands, 1998). As shown in the introductory case study, Greg learned quickly that he needed to be his own advocate and that the support provided to him by teachers and his parents would no longer be so readily available to him. In college, he was expected to know what he needed, to have appropriate documentation to demonstrate his need, and then to advocate for those supports with professionals.
Greg's elementary and secondary schools had the obligation to provide all support necessary for his education; after graduation, however, this was no longer guaranteed to him. The Individuals with Disabilities Education Improvement Act of 2004 (PL 108-446), as well as previous versions of IDEA, mandate that students with disabilities be provided a free and appropriate public education. This education must be based on an individual's strengths and needs as determined by an educational planning team. Central to this premise is a zero reject principle, which means that a public elementary or secondary school cannot decide that a student's support needs are too severe to provide him or her with an appropriate education. In addition, the educational planning team must consider whether an individual student needs assistive technology, and if so, the school must provide that technology.
That is not the expectation at the postsecondary education level, at which the Americans with Disabilities Act (ADA) of 1990 (PL 101-336) and/or Section 504 of the Rehabilitation Act of 1973 (PL 93-112) and Section 508 of its amendments (per the Workforce Investment Act of 1998 [PL 105-220]) apply. These laws do not guarantee that all of an individual's postsecondary educational needs will be met. These laws ensure equal access, and obtaining services becomes an eligibility issue. (See Chapter 2 for more details about the legal implications of providing supports at the postsecondary level for students with disabilities.) For this reason, more preparation needs to go into the transition planning process to ensure that necessary supports are in place—that the student understands his or her disability and what technology or other supports are necessary
|1||The need and the challenges associated with going to college||3|
|2||Understanding the regulatory environment||25|
|3||Self-determination and the transition to postsecondary education||49|
|4||Preparing for college||69|
|5||The role of disability support services||89|
|6||Implementing universal design for instruction to promote inclusive college teaching||119|
|7||Expanding support services on campus||139|
|8||Strategies for students with hidden disabilities in professional school||163|
|9||The role of technology in preparing for college and careers||179|
|10||Training university faculty and staff||199|
|11||Students with psychiatric disabilities||217|
|12||Students with learning disabilities or attention-deficit/hyperactivity disorder||233|
|13||Dual enrollment as a postsecondary education option for students with intellectual disabilities||253|
|14||Internships and field experiences||271|
|15||Career planning and placement||291|